The effects of online courses with multimedia in learners' perceived satisfaction and effectiveness of e-learning.

Multimedia;E-learning;Online learning;E-learning satisfaction;E-learning effectiveness;Instructional technology

Hardy MacKenzie, 1971-

University:University of Louisville

Department:College of Education and Human Development

关键词: Multimedia;    E-learning;    Online learning;    E-learning satisfaction;    E-learning effectiveness;    Instructional technology;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1875&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

The purpose of this exploratory study was to determine how the use of multimedia components, such as graphics, audio and video, in online courses was related to perceived learner satisfaction and learning effectiveness. The use of retrospective data provided self reported perceived satisfaction measures and total score representing objective performance in an online course. Data represented employees of a large multinational, publicly traded healthcare company (N = 2401) during the 2012 calendar year. The independent variables were: (a) learner perceived satisfaction with the use of graphics, (b) learner perceived satisfaction with the use of audio, (c) learner perceived satisfaction with the use of narration properly synchronized with text animation, (d) learner perceived satisfaction with the use of video, and (e) reason for enrolling in the online course. The dependent variable was leamer's objective performance score. Correlations and hierarchical logistic regression were performed on the data. Major findings include (a) a low relation between learners' perceived satisfaction with the use of graphics and objective performance, (b) a relation between combined learners' perceived satisfaction with the use of audio, learners' perceived satisfaction with the useof narration properly synchronized with text animation, and learners' perceived satisfaction with the use of video and learners' objective performance (r2 = .001,p < .05), and (c) reason for enrolling in the online course did not predict learners' objective performance. The study presented additional conclusions and implications for theory, research, and practice.